ELA6+Mysteries

toc =Topic= In this unit, students have the opportunity to read classic and contemporary mysteries. Students delve deeply into language and vocabulary specific to mysteries. They examine how understanding these words is key to uncovering connections made in texts. Students are asked to articulate their basis for predictions, describe why and when they revise those predictions, and share the strategies they use to solve a variety of problems. Divergent approaches to similar problems are encouraged, followed by analysis of why students chose a particular strategy.
 * Unit 1B: Figure It Out **

=Common Core Standards= Students will:
 * RL.6.5:** Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme setting, or plot.
 * RI.6.4:** Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
 * W.6.2:** Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
 * SL.6.4:** Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
 * L.6.5:** Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

=Suggested Student Objectives= //**SWBAT:**//
 * Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot;
 * Determine the meaning of words and phrases;
 * Write informative/explanatory texts;
 * Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes;
 * Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

//**SWBAT:**//
 * Grammar and Punctuation:**
 * practice and apply plural vs. singular nouns
 * use common nouns and proper nouns, appropriately determining the use of capital letters.

= Terminology/ Academic Vocabulary =
 * mystery || drama ||
 * characterization || dialogue ||
 * plot || script ||
 * || voice ||

=Required Readings=

The Eleventh Hour by Graeme Base

The Phantom Tollbooth, Act One

The Chronicles of Harris Burdick by Chris Van Allsburg

Great Mysteries of Our World- Stonehenge

Independent Reading- Mystery Book

History Channel: History’s Mysteries
 * Media:**

=Suggested Additional Readings= Math Curse by Jon Sciescka

Jabberwocky

Holes

Chasing Vermeer by Blue Balliett

The Westing Game by Ellen Raskin

The 39 Clues Series

Take a Number by Mary O’Neill

Math-terpieces by Greg Tang

from A Book of Nonsense (SpringBoard)

Various artwork from Balthus
 * Art:**

=Resource Links=
 * [[file:uniondale-ela/Eleventh Hour Detective's Log- Edited.docx|Eleventh Hour Detective's Log- Edited.docx]]
 * [[file:Great Mystery- Stonehenge.pdf|Great Mystery- Stonehenge.pdf]]
 * The Mysteries of Harris Burdick: Using Illustrations to Guide Writing (ReadWriteThink)
 * Mystery Cube (ReadWriteThink) (RL.6.2)
 * Scholastic Math Mavens
 * Scholastic History Mysteries
 * [[file:Jabberwocky.docx]]
 * [[file:Take_a_Number_Poem.docx]]
 * Balthus: Solitaire
 * Balthus: The Living Room
 * Balthus: The Mountain
 * Balthus: The Street

=Activities=

How do you make sense of nonsense poems such as “Jabberwocky” by Lewis Carroll? How do you figure out what words mean when they don’t really exist? How are clues provided in the text structure, repetition, or content of the poem? Your teacher may ask you to write your ideas down in your journal and share them with a partner before class discussion. Optional follow-up activity: Write your own nonsense poem and see if classmates can make sense of it.
 * Class Discussion (RL.6.4, SL.6.1)**

As you discuss how you solve mysteries and math problems, classify your approach as inductive or deductive. Your teacher may ask you to write your response in your journal and share it with a partner before each section of the class chart is filled in. Be sure to make notes of page numbers with relevant information so you can go back and cite the text during class discussion.
 * “Deduction or Induction?” T-Chart Graphic Organizer (RL.6.5, RI.6.4)**
 * When do you use inductive reasoning? When do you use deductive reasoning? Why?
 * Which of the following problem-solving approaches use inductive reasoning and which use deductive reasoning?
 * Acting out the scenario
 * Role-playing
 * Drawing a picture
 * Making a list
 * Working backwards
 * Making educated guesses and checking how they work
 * Drawing a web of facts, events, and characters
 * What strategies do your characters use?

Usually there is more than one way to solve a (math) problem. What have you learned about inductive and deductive reasoning? How does hearing your classmates articulate their thinking increase your understanding of problem solving?
 * Class Discussion (SL.6.1, SL.6.4)**

Ask your math teacher if you can solve the “Painted Cube Problem” in math class, or solve some math problems from Math-terpieces or Math Mavens from online. Write in your journal about the thought process used to solve these problems, or create a screenshot of your work online, and use this experience to add to your graphic organizer (in Activity 2).
 * Math Connection (RI.6.4, RI.6.5, W.6.4)**

Since you and your classmates are reading different mysteries, keep track of this information in your journal or mark your book with sticky notes to facilitate class discussions about these points. Your teacher may ask you to write your response in your journal and share it with a partner before class discussion. The class can also create a shared online spreadsheet to facilitate the exchange of information.
 * Just the Facts Graphic Organizer (RI.6.4, RI.6.5)**
 * Title and author of your mystery
 * Each character’s name, his/her traits, and his/her role in the mystery
 * List of clues, including page numbers on which they are found
 * Make and revise predictions (because mystery stories continually evolve, it is important to make predictions and return to them each time new evidence is found)
 * Solution

As a follow-up to the Just the Facts graphic organizer (in Activity 5), write an argument to respond to this question: Which character played the most pivotal role in the mystery read? Why? Write a well-developed paper that includes an engaging opening statement of your position, at least three clear reasons, and relevant evidence from the mystery read. Cite at least two significant passages, and explain how and why those passages contribute to the development of the plot. Edit your writing for varied sentence patterns and consistency in style and tone. You may upload your essay to the classroom blog.
 * Writing (Argument) (W.6.1, W.6.4, L.6.1, L.6.2a,b, L.6.3a,b)**

Select a pivotal passage or scene from the mystery you are reading. How does this scene fit into the overall structure of the text? How does it contribute to your understanding of the plot? Write your thoughts down in your journal. Reevaluate your claim at the end of the book. Do you still think that passage was critical to the solution? Why or why not? Talk with a partner to justify your answer, and cite specific details from the text.
 * Literature Response (RL.6.5, W.6.2, SL.6.4)**

How does listening to a mystery as an audiobook compare to reading the book? Which do you prefer? Why? Write an argument to explain your preference. Be sure to include at least three reasons for your preference and examples for each reason.
 * Writing (Argument) (RL.6.7, W.6.1, L.6.1)**

Choose your favorite poem from this unit to memorize and/or recite to the class using appropriate eye contact, adequate volume, and clear pronunciation. Record your presentation using a video camera so you can evaluate your performance. (Alternatively, you can write your own poem based on a poem read in class.) After the reading, ask your classmates to point out figurative language, word relationships, and/or nuances in word meanings.
 * Dramatization/ Fluency (SL.6.1, L.6.5)**

Keep an index card file of words studied while reading mysteries, riddles, and math problems (e.g., alibi, evidence, sleuth, suspect, victim, witness, red herring, investigator, hunch, motive, etc.). Keeping the words on index cards will help you when we sort words by prefix, suffix, root words, meaning, spelling feature, and so on. (Note: This will be an ongoing activity all year long.)
 * Word Study (L.6.4a,b,c)**

After reading and discussing mysteries in class, try to write your own mystery that incorporates the new vocabulary words learned in this unit. (You can use one of the pictures from The Chronicles of Harris Burdick to inspire you.) Talk your ideas through with a partner, but don’t give away the ending! See how long you can keep your reader engaged without giving the resolution. Your well-developed mystery should hook the reader with a mysterious opening sentence and have a logical sequence of events that is made clear in the concluding section. Edit your writing for varied sentence patterns and consistency in style and tone (see Standards for more details) before publishing your mystery.
 * Narrative Writing (W.6.3, W.6.4, W.6.5, W.6.6, L.6.1, L.6.2a,b, L.6.3a,b) REQUIRED ASSESSMENT**

Compare the work of Balthus to the illustrations in The Mysteries of Harris Burdick by Chris Van Allsburg. What are some of the differences you notice between fine art (Balthus) and illustrations (Van Allsburg)? How are the looks of these two artists similar? How are they different? Illustrators are sometimes inspired by the work of fine artists.
 * Art/ Class Discussion (SL.6.1, SL.6.4)**

Study the small details and imagery in Balthus’s The Street and The Mountain. What is happening in these paintings? Imagine what might have occurred before and after each scene. Write a short story describing what you see, and what might happen next to these characters.
 * Art/ Writing (W.6.3, W.6.4, W.6.5)**

In this unit, you have read mystery books, made sense of nonsense poems, and solved riddles and math problems. Write an informative/ explanatory essay in response to the essential question: How do strategies for solving math problems compare with strategies for solving mysteries? Cite specific examples from texts read to justify your response. Edit your writing for varied sentence patterns and consistency in style and tone.
 * Informative/ Explanatory Writing (W.6.2, W.6.4, W.6.5, W.6.6, W.6.9a,b, L.6.1, L.6.2a,b, L.6.3a,b, SL.6.4)**

As a class, continue adding to the Mechanics/ Grammar bulletin board started in Unit One. Remember- once skills are taught in a mini-lesson and listed on the bulletin board, you are expected to edit your work for these elements before publication.
 * Mechanics/ Grammar Wall (L.6.1, L.6.2, L.6.3)**

Read the opening pages from two books, such as Math Curse by Jon Scieszka and a book from the 39 Clues series by Rick Riordan, by different authors in this unit. Describe both authors’ styles. Are they formal or informal? How does each author’s style compare to yours? Choose a piece of your own writing and compare it with a classmate’s. Describe how your styles are similar and different. Read your work aloud, and listen for shifts in style. Working with a partner, revise your work as necessary
 * Language/ Style (L.6.3b)**

=Assessments= After reading and discussing mysteries in class, try to write your own mystery using one of the pictures from The Chronicles of Harris Burdick to inspire you, that incorporates the new vocabulary words learned in this unit. Talk your ideas through with a partner, but don’t give away the ending! See how long you can keep your reader engaged without giving the resolution. Your well-developed mystery should hook the reader with a mysterious opening sentence and have a logical sequence of events that is made clear in the concluding section. Edit your writing for varied sentence patterns and consistency in style and tone (see Standards for more details) before publishing your mystery.
 * Narrative Writing (W.6.3, W.6.4, W.6.5, W.6.6, L.6.1, L.6.2a,b, L.6.3a,b) REQUIRED ASSESSMENT**

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